ADDIE Based Instructional Design

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ADDIE Based Five-Step
Method Towards Instructional Design
Table of Contents
Abstract
Simple step methodologies provide an organized design procedure for the use of instructional materials that can facilitate the creation and maintenance of classes and trainings. These methodologies are applicable to current courses, suggesting practices for redesign to infuse your delivery with a new effectiveness and vitality. They may be utilized for incorporating new technology into the creation and delivery of courses. They are also beneficial for the development of courses using alternative delivery methods.
First apply the ADDIE Instructional Design technique methodology: individual steps are to Assess and analyze needs, Design instruction and
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(1) However, I find that, except at a subconscious level, I tend not to utilize these in my daily professional activities. I do spend time and thought each semester on my class syllabi and before each of my presentations on how I can make the course more "fun" and effective for participants. My first objective here is to provide you with a procedure simple enough to internalize and utilize without great conscience effort.
Because ADDIE was one of the first Design Models, there has been much discussion about its effectiveness and appropriateness. I am introducing this methodology for its simplicity, ease of application, and cyclic nature.
Analyze
On my way to work I Analyze how my last class/presentation went and about what I can do to do to make it better. I examine the goals and objectives of the presentation and the nature of the participants to try to determine the appropriateness of the instructional design. How did the last session go? What stimulated the participants, when did their eyes start glaze over, the yawns start, and the heads nod? Am I meeting their
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Motivated learners become active and curious, which has a positive effect on their performance. The ARCS model provides a framework for incorporating motivational techniques throughout a lesson.
1. Attention - Capture participants ' interest and stimulate an attitude of inquiry. For example: ask questions; use emotional or personal information; create a mental challenge; use human-interest examples.
2. Relevance - Make the instruction relevant to the learners ' needs and goals. Match the instruction to the learning styles and personal interests of the learners. Tie in the instruction to the learners ' experience and help them to see the relevance.
3. Confidence - Build in learners a positive expectation of success. Make sure that the learning experience helps learners to display competence and success as a result of their efforts and abilities. It should be an achievable rather than overwhelming learning experience.
4. Satisfaction - Encourage and support their intrinsic enjoyment of the learning experience, as well as providing extrinsic rewarding consequences for their successes. Also build a perception of fair treatment. Reinforce the learning by providing useful and fair

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